CELTA 8020.pdf

The 80/20 sheet for CELTA-style TESL 

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Introducing language o Elicit the target language: Never just give students the language. See if they know it first. I usually ‘hum’ the word. For example, show a flashcard of a potato. What’s this? Wait. It’s a mm-mm-mm. Wait and look quizzical. Repeat. Write p on board. Then first syllable, then second syllable, then the word. Give the students more time than intuitive. Sit with awkward silences. The example above probably takes 25-30 seconds. Less if you’re almost certain they don’t know it. o Always hum the correct number of syllables, with the correct tone and stress. o Introduce functional language in context of a sentence or dialogue. Example: Write What shall we do tonight? ___ go to the cinema! Say the sentence, using ‘mm’ to replace target language (Let’s). Use for words that don’t stand alone so well, such as prepositions, idioms and conjunctions. o When planning a lesson, go through listening and reading texts, and list the target language. This might be a central grammatical structure or set of connected vocabulary (e.g. different illnesses), plus probably some extra new words that just happen to be there (a lesson on requests might happen to contain ‘cab’). Pre-introduce all of this before the exercises. o Introduce all the words together, probably after a warmer activity and before the main activities. Meaning, form, pronunciation (MFP) o Follow MFP for all vocabulary you introduce. Establish meaning of all vocabulary first, then form of all vocabulary, then pronunciation. I check spelling after eliciting the word and before meaning. o Meaning: See above. Follow with content checking questions (CCQs). These are questions to test the students’ comprehension, and check possible areas for confusion. For example: costume. You’ve elicited the word from a clever student using the context of an actor on a stage. However, some students might think the word has the same meaning as outfit or shirt or actor. Think of questions to check these things. Think of CCQs before the lesson when possible. Extra bonus: When a student explains the meaning of the word, they will do so at the level of the other students. o Form: establish grammatical structures. o Pronunciation: Say the word and have the students repeat it chorally once or twice then individually. If a student gets it wrong, motion for the previous student to repeat, then motion for the wrong student to retry. Do this twice maximum per student. Introducing activities o Chesting: Don’t ever hand out a worksheet and then explain the activity. The students will ignore you and look at the cool worksheet. Hold the worksheet on your chest. Explain the activity pointing to the worksheet. Give exact time limits, but then adjust when activity is in flow if needed. o Instruction checking questions (ICQs): After explaining a task, ask the students to explain the task. When possible, they should give a full explanation. For beginners, can use questions such as Are we writing? Are we talking? How many minutes? Hand out sheet after ICQs. Repeat when needed. Don’t rephrase. Say it exactly the same again. The students are processing. After individual tasks, have students compare answers in pairs before open class feedback. Don’t echo: Very common habit. Student provides an example sentence: Let’s go to the cinema. Teacher says Very good. Let’s go to the cinema. By repeating the sentence, you are telling the student her English isn’t good enough to communicate to the class, or that she doesn’t have to speak up because you’ll repeat everything for her. If you want to correct pronunciation, probably do this separately, or elicit from the student. Grade your praise: okay, good, very good, excellent. Don’t give out ‘excellent’s lightly. Don’t praise a student who got something wrong just to be polite. Also, avoid ‘no’ and ‘wrong’. Use lots of expressions. Talk as little as possible: students will have more listening energy, so will you. I sometimes lead a class of 9year olds for 15 minutes at a time without saying a single word. Try it! Body language: confident, leadership gestures and voice. Upward open palms for directing. NEVER point. Be the clown: this makes a huge difference. Exaggerate expressions and gestures. Smile! Act out ‘diarrhea’. Use kinaesthetic activities every lesson: adults and kids should move, rearrange word slips, act, draw, etc. Make use of color on the board. Tick answers, write corrections, form etc using different colors. Make it personal: if you can relate the language to your life or the students’ lives, do it. Delayed corrections: make notes of mistakes during fluency practice. Present at end and elicit corrections.